Biography

Dr. Kristie J. Newton has taught both middle and high school mathematics as well as conducted professional development for mathematics teachers at the elementary, middle, and high school levels. Her research has focused on the development of mathematical knowledge, especially related to fractions and algebra. She has explored mathematical thinking across a range of groups, from struggling learners to experts, in order to understand misconceptions as well as productive and flexible ways of problem solving. She is also interested in how this knowledge is related to other significant factors, such as motivation and instruction. She currently serves as a co-primary investigator on a U.S. Department of Education grant with Julie Booth (PI): “Opening the Door to Algebra: Does Improving Facets of Fraction Knowledge Impact Algebra Learning?”

Courses Taught

Number

Name

Level

MGSE 2189

Classroom Interactions

Undergraduate

MGSE 3404

Teaching and Learning Math in the Middle Grades

Undergraduate

MGSE 5404

Teaching Math in the Middle Grades

Graduate

EDUC 4389

Field Experience

Undergraduate

EDUC 8504

Problem Solving and Reasoning in STEM Education

Graduate

EDUC 8545

Social Cntxt Math Sci Ed

Graduate

MAES 2189

Classroom Interactions

Undergraduate

MAES 3145

Teaching and Learning Mathematics in the Middle Grades

Undergraduate

MGRE 3145

Teaching and Learning Math in the Middle Grades

Undergraduate

MGRE 5404

Teaching Math in the Middle Grades

Graduate

Selected Publications

  • Barbieri, C.A., Young, L.K., Newton, K.J., & Booth, J.L. (2021). Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Development, 92(5), pp. 1984-2005. doi: 10.1111/cdev.13568

  • Newton, K.J., Lange, K., & Booth, J.L. (2020). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education, 88(4), pp. 503-515. doi: 10.1080/00220973.2019.1586629

  • Newton, K.J., Leonard, J., Buss, A., Wright, C.G., & Barnes-Johnson, J. (2020). Informal STEM: learning with robotics and game design in an urban context. Journal of Research on Technology in Education, 52(2), pp. 129-147. doi: 10.1080/15391523.2020.1713263

  • Newton, K. (2020). Mathematics strategy interventions. In Handbook of Strategies and Strategic Processing (pp. 159-176). doi: 10.4324/9780429423635-10

  • Heffernan, K.A. & Newton, K.J. (2019). Exploring mathematics identity: an intervention of early childhood preservice teachers. Journal of Early Childhood Teacher Education, 40(3), pp. 296-324. doi: 10.1080/10901027.2019.1590484

  • Booth, J.L., Newton, K.J., Pendergast, L.H., & Barbieri, C. (2018). Opening the door to algebra: The role of fraction knowledge in algebra learning. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), pp. 1581-1582.

  • Newton, K.J., Sperling, R.A., & Martin, A.J. (2017). Learning disabilities, attention-deficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice. Contemporary Educational Psychology, 50, pp. 1-3. doi: 10.1016/j.cedpsych.2016.12.003

  • Star, J.R., Newton, K., Pollack, C., Kokka, K., Rittle-Johnson, B., & Durkin, K. (2015). Student, teacher, and instructional characteristics related to students' gains in flexibility. Contemporary Educational Psychology, 41, pp. 198-208. doi: 10.1016/j.cedpsych.2015.03.001

  • Star, J.R., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, pp. 41-54. doi: 10.1016/j.cedpsych.2014.05.005

  • Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107(7), pp. 535-540. Retrieved from http://libproxy.temple.edu/

  • Booth, J.L., Newton, K.J., & Twiss-Garrity, L.K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118(1), pp. 110-118. doi: 10.1016/j.jecp.2013.09.001

  • Newton, K.J., Willard, C., & Teufel, C. (2014). An examination of the ways that students with learning disabilities solve fraction computation problems. Elementary School Journal, 115(1), pp. 1-21. doi: 10.1086/676949

  • Newton, K.J., Ketelhut, D.J., Pecore, J., & Jubilee, S. (2014). Components that contribute to mathematics teaching self-efficacy during an alternative certification program. In S. Britner (Ed.), Self-Efficacy in School and Community Settings (pp. 107-124). n.p.: Nova Science Publishers.

  • Newton, K.J. & Star, J.R. (2013). Exploring the Nature and Impact of Model Teaching With Worked Example Pairs. Mathematics Teacher Educator, 2(1), pp. 86-102. National Council of Teachers of Mathematics. doi: 10.5951/mathteaceduc.2.1.0086

  • Booth, J.L., Lange, K.E., Koedinger, K.R., & Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, pp. 24-34. doi: 10.1016/j.learninstruc.2012.11.002

  • Newton, K.J. & Alexander, P.A. (2013). Early Mathematics Learning in Perspective: Eras and Forces of Change. In L.D. English & J.T. Mulligan (Eds.), Reconceptualizing Early Mathematics Learning. Springer Science & Business Media. Retrieved from https://www.worldcat.org/

  • Booth, J.L. & Newton, K.J. (2012). Fractions: Could they really be the gatekeeper's doorman? Contemporary Educational Psychology, 37(4), pp. 247-253. doi: 10.1016/j.cedpsych.2012.07.001

  • Newton, K.J., Leonard, J., Evans, B.R., & Eastburn, J.A. (2012). Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy. School Science and Mathematics, 112(5), pp. 289-299. Wiley. doi: 10.1111/j.1949-8594.2012.00145.x

  • Newton, K.J., Ketelhut, D.J., Pecore, J., & Jubilee, S. (2012). Components that contribute to mathematics teaching self-efficacy during an alternative certification program. In Self-Efficacy in School and Community Settings (pp. 107-124).

  • Newton, K.J. & Sands, J. (2012). Why Don's We Just Divide Across? Mathematics Teaching in the Middle School, 17(6), pp. 340-345. Retrieved from http://libproxy.temple.edu/

  • Graeber, A.O., Newton, K.J., & Chambliss, M.J. (2012). Crossing the borders again: Challenges in comparing quality instruction in mathematics and reading. Teachers College Record, 114(4).

  • Ketelhut, D.J., Newton, K.J., & UEC Temple University (2011). Development of Mathematics and Science Teacher Efficacy during an Alternative Middle Grades Certification Program. Urban Education Collaborative. Retrieved from http://libproxy.temple.edu/

  • Graeber, A.O., Valli, L., & Newton, K.J. (2011). Upper Elementary Math Lessons: Case Studies of Real Teaching. Rowman & Littlefield Publishers, Inc.. Retrieved from http://libproxy.temple.edu/

  • Newton, K.J., Star, J.R., & Lynch, K. (2010). Understanding the development of flexibility in struggling algebra students. Mathematical Thinking and Learning, 12(4), pp. 282-305. doi: 10.1080/10986065.2010.482150

  • Star, J.R. & Newton, K.J. (2009). The nature and development of experts' strategy flexibility for solving equations. ZDM - International Journal on Mathematics Education, 41(5), pp. 557-567. doi: 10.1007/s11858-009-0185-5

  • Newton, K.J. (2009). Instructional practices related to prospective elementary school teachers' motivation for fractions. Journal of Mathematics Teacher Education, 12(2), pp. 89-109. doi: 10.1007/s10857-009-9098-z

  • Newton, K.J. (2008). An extensive analysis of preservice elementary teachers' knowledge of fractions. American Educational Research Journal, 45(4), pp. 1080-1110. doi: 10.3102/0002831208320851